Nine papers examine aspects of reverse-role tutoring in which students with handicaps are taught to tutor their non-handicapped peers. In the first, implementation strategies are discussed for conducting tutoring projects in special education. The second paper reports on a study in which 64 handicapped tutors demonstrated significant increases in reading achievement after a "total class" tutoring approach. The third paper documents that intellectually handicapped students can function effectively as tutors in a total class approach, given adequate training and supervision. The fourth paper describes a study in which behaviorally disordered students tutored gifted students in sign language and had positive effects on gifted students' attitudes towards their tutors. The fifth study examined whether a reverse-role tutoring program could be executed successfully within a 10-week period using 11 learning disabled and 11 non learning disabled fifth and sixth graders. The total class tutoring method was used with deaf adolescents and results are reported in study 6. In the seventh study, behavioral changes of behaviorally disordered students are examined after tutoring. Two review articles address research conducted with behaviorally disordered students and general tutoring research in special education. (CL)